In this course, we will focus on theoretical and empirical research in cognitive science on learning, thinking, and problem solving and the implications of this research for instructional practice. In particular, this course addresses questions such as: What do we know about the brain, and 'lower-level' cognitive processes such as attention and working memory, that might have implications for instruction? When do knowledge and skills transfer to other, novel situations? Can domain-general, higher-order reasoning skills be taught? What are different learning outcomes when people 'learn by doing' or learn by 'being told.' How does a student's knowledge of his or her own mental processes (metacognition) influence learning outcomes? How do individual differences (in intelligence, learning styles, attentional skills, etc.) influence the best methods for instruction, as well as learning outcomes? And, what are the cognitive processes involved in school subjects such as reading, writing, and arithmetic? The course readings include current and classic theoretical, basic empirical, and applied articles. This is a discussion-oriented seminar, and everyone will be expected to read the articles assigned before the class period and to actively participate in class discussion. Other requirements include brief weekly reaction papers, questions for discussion, and a final paper.